MUSIC

MUSIC OF THE HIGHLANDS – Cordillera Music

The lesson is an overview on the music of the Cordillera, or the
highlands of Luzon, where several ethno-linguistic groups in the mountains of
the Cordillera live. Through the lesson, one will discover how the people of
Cordillera express their feelings towards each other and the environment,
their history, and their supernatural beliefs through the medium of the voice
and / or musical instruments. A group performance inspired by examples of
Cordillera music will culminate the educational experience.
The music of the highlands of Luzon (Cordillera) helps us discover the
way of life of the Cordillera people through themes about nature, family life,
works in the field as well as the spiritual matters. In addition to songs and
chanted poetry, Cordillera music is distinctively made up of two sound
characteristics of instruments based on their respective materials - the first,
made of bamboo (flutes, percussion instruments), and the second, made of
metal (gongs). These traditions are on their way to extinction due to the
modernization of the way of life among the youth of the Cordillera region.
Less and less of the young generation are taught, learning the traditional
music of their forefathers. Other threats to their music and most especially,
their way of life are the conflict between state policies and their ancestral rights on land ownership, “mega-
tourism”, militarization, and the shift from
manual farming to machine-processed farming. Despite all these, several
non-governmental organizations and international organizations like
UNESCO ensure the protection not only of the rich culture and tradition of the
Cordillera region but also of their people.

1. Hudhud (chanted epic poetry)

2. Tongatong (Bamboo Stamping Tubes)
3. Saggeypo (Bamboo Pipes in a Row)
4. Bungkaka (Bamboo Buzzers)
5. Kubing (Bamboo Jew’s Harp)
6. Patteteg (Bamboo Leg Xylophones)
7. Gangsa Palook(Gongs played with sticks)
8. Gangsa Topayya (Gongs played with hands)

Lesson 2: MUSIC OF THE LOWLANDS OF LUZON 1:

Liturgy and Devotional Music
The lesson is an overview on the music of the lowlands of Luzon,
particularly on the music for liturgy and devotional music. Through the
lesson, one will discover how the people of the lowlands of Luzon express
their feelings towards each other and the environment, their history, and their
religious beliefs through the medium of voice and musical instruments. A
group performance featuring topics on liturgy and devotional music will
culminate the educational experience.
The Mass
Latin Filipino English
1. Kyrie 1. Panginoon, Maawa Ka 1. Lord, have mercy
2. Gloria 2. Papuri sa Diyos 2. Glory to God
3. Credo 3. Sumasampalataya 3. Creed
4. Sanctus 4. Santo, Santo 4. Holy
5. Agnus Dei 5. Kordero ng Diyos 5. Lamb of God

Folk Music of the Lowlands of Luzon

 Vocal Music – Harana and Kumintang(song of varied topics), Polka (Leron-Leron Sinta, Pamulinawen)
 Instrumental Music- Pandanggo (Pangasinan), Polka (Tagalog, Ilocano) , Rondalla
 Cultural Context (History and Traditions) – Spanish colonisation, Catholic religion
 Composition – Kundiman (art songs); Instrumental music
 Social Functions: Music for Festivities and Recreation, Work (Planting and Farming), Courtship, Social Commentary
and Patriotism
 Performance Styles / Techniques : Use of the Plectrum

Harana (Spanish ‘jarana’) – serenade; traditionally sung by a young man to a young woman outside the young
woman’s house as a profession of his love to her. usually accompanied by a guitar.

Kumintang- originally a war song, this song in triple time can be of any topic: love, resentment, or a social
commentary. It can also be a dance or a combination of song and dance in this style.

Kundiman (kung hindi man) – an art song about the love of a man for a woman but can also be about patriotic
sentiments, the woman as an object of love and sacrifice of the man representing the Philippines whose countrymen
are willing to do sacrifices for freedom. It usually starts in a minor key and then goes to the major key.

Polka- a lively dance in duple time.

Pandanggo- originating from the fandango of Spain, it is a fast-paced dance in triple time. Usually, dancers use
accessories such as hats and lighted candle in a glass

Rondalla- an ensemble of plucked instruments and sometimes with percussion

Bandurria- 14-stringed pear-shaped lute with a round sound hole and played with a plectrum, it plays the melody in the
rondalla ensemble.
Laud- 14-stringed pear-shaped lute with f-shaped sound holes and played with a plectrum, it plays the alto part or
counter melody in the rondalla ensemble. It is bigger than the bandurria.

Octavina- 14-stringed lute which is shaped like a small guitar and played with a plectrum, it plays a counter melody or
harmony fill-in in the rondalla ensemble.

Bajo de Uñas- a bass guitar which looks like a big guitar and is played by a plectrum. It plays the bass part and serves
as a rhythmic support.

sarswela – adapted from the zarzuela of Spain, this is a musical theatre form incorporating singing and dancing,
usually about love and/or longing for freedom

danza – a dance in duple time of Cuban origin

balse – waltz; a dance in triple time

symphonic band – an ensemble composed mostly of brass and woodwind instruments and sometimes, include
percussion instruments

Philippine Constabulary Band – symphonic band founded by Col. Walter H. Loving in October 15, 1902 and is
famous for playing in the St. Louis Exposition in 1904

musiko bumbong – an improvised brass band ensemble whose instruments are made out of bamboo

ARTS AND CRAFT OF LUZON

(Highlands and Lowlands)
Arts and crafts are important means of expression, which communicate views, ideas, and feelings though the use of
skills and imagination. These are important parts of our daily lives and can be found everywhere.
The sculptures and architectures of Luzon reveal many aspects of the people's culture, traditions, and history. The
elements and principles of art of these fascinating arts and crafts will lead you to understand the rich culture and
tradition of the Philippines that is handed down from generation to generation.
LESSON 1: ARTS AND CRAFTS OF THE ILOCOS REGION AND THE CORDILLERA ADMINISTRATIVE REGION
(CAR)
ILOCOS REGION
Architecture Vigan, considered as the “Intramuros of the North,” retains the Spanish colonial
architecture along its narrow and cobblestoned streets known as Calle Crisologo.
Textile
Inabel is a hand weaving technique of the Ilocanos that is produce using traditional wooden looms. The different
designs represent different meanings: the dizzying "binakol" weave represents the waves of the sea. They believe that
this design protects them from bad spirits.
Pottery Burnay is an unglazed earthen jar with small opening. It is used for storage for water and rice grains and as
container for salt, brown sugar, basi (local wine) and bagoong (fermented fish).
PANGASINAN Weaving
The arts and crafts of Pangasinan include the smoothly woven Bolinao mats made from buri or raffia leaves, and the
bamboo crafts (baskets, furnitures) of San Carlos.
KALINGA Textile
The native of Kalinga are skilled weavers. One of their finest products is their textile, which is characterized by red
stripes and white, yellow, and black geometrical patterns. The southern Kalinga women wear the wrap-around skirt or
tapis called kain, which reaches below the knee. It is worn below the abdomen, and when they walk, one of the thighs
is exposed. The northern Kalinga women wears saya, an ordinary woman’s skirt covering the body from waist to feet.
The colors used in their textile have cultural meanings: red signifies bravery; black is for the soil or land; white is for
the flowers of the coffee trees; yellow is for the sand; and green for the mountains.
Basketry
The basketry of the Kalinga shows their fine craftsmanship. The labba is a bowlshaped basket with sizes that vary
diameter.
Tattooing
Tattooing is another form of art of the Kalinga. Because it usually covers the chest and the arms, it may be considered
as clothing and decoration. It also signifies a rite of passage from youth to adulthood, a mark of heroism, and bravery
and one's status in the community. The design consists of geometric patterns and lines.
IFUGAO Sculpture
The bul’ul is a wooden sculpture that represents the rice granary spirits. It is used in rituals that are performed to call
the ancestors to protect their rice fields from pestilence and to ask for an abundant harvest. It is a carved wooden
human figure with simplified forms. These are dipped in the blood of pigs during a ritual called tunod, which means
“planting the seedlings in the soil.” The bul’ul is usually made of narra, which signifies wealth, happiness, and well-
being to the Ifugao. The amulets of the Ifugaos are called lingling-o or dinumug. These are made from jade, gold,
copper, bronze, stone and other materials. These are fertility symbols worn around the neck.
MOUNTAIN PROVINCE
Textile
Mountain Province is known for its for their burial cloth for the kadangyan or rich people.
Wanes – The men's traditional attire, the G-string.
Lufid – a short and narrow wrap around skirt that the women of mountain province wear. The Bontocs create their
textile patterns through the ikat weaving method. It is a process of tying and dyeing the threads to prepare the patterns
before they are woven into the textile.
ABRA
The Tingguians weave textiles for clothes and blankets. They are noted for their white textiles with horizontal stripes
found in the edges (like those in the bankudo or wrap-around skirt) or vertical stripes in the center (like those found
in the balwasi or female blouse).
P.E.
Physical fitness is “a set of abilities that one possesses in order to perform physical activities. A physical
activity is any bodily movement produced by the contraction of skeletal muscles that results in a substantial
increase in energy expenditure” (Centers for Disease Control and Prevention or CDC, 1985).
I can become physically fit (e.g., improve or maintain it) through exercise, which is “a type of physical activity
consisting of planned, structured and repetitive bodily movement” (CDC, 1985). This means that physical
fitness is a measurable set of characteristics that is determined by my exercise habits (American College of
Sports Medicine or ACSM, 2010).

Fitness Components

Physical fitness is made up of three major components: (1) health-related, (2) skill-related, and (3)
physiological fitness.
Health-related physical fitness (HRPF) consists of those specific components that have a relationship with
good health, or a lower risk of illness, particularly hypokinetic diseases and conditions.
Skill-related physical fitness (SRPF) consists of components that have a relationship with learning motor skills
quickly and the ability to achieve a high level of performance in sports. I know of others who were able to
improve their motor skills with practice so they are able shoot a basketball or kick a football well. Since they
are fit (or possess SRF), they are more likely to engage in regular physical activities; and because of this, they
too will have enhanced HRF.
Physiological fitness relates to biological systems that are influenced by one‟s level of habitual physical
activity (Bouchard et al., 1990). Unlike HRF and SRF which can be measured through performance tests using
hand-held or portable devices (like the sit-and-reach box and the weighing scale) that can be conducted in the
field or classrooms, physiological fitness is different because its components can be measured using more
expensive equipment and in a laboratory or medically-supervised facility. Its components include metabolic
fitness (MetF), morphological fitness (MorF) and bone integrity (BI).
Fitness Parameters

HRF consists of cardiorespiratory endurance (CRE), muscular endurance and strength, flexibility and body
composition.
SRF consists of agility, balance, coordination, power, reaction time and speed.
Physiological fitness consists of MetF, MorF and BI.
FINDING MY PULSE
I will need a stopwatch or a digital watch with a second hand. My partner takes the time while I take my
pulse. My pulse can be located at several places on my body. The 2 most common locations are the carotid
pulse and the radial pulse.
A. Carotid pulse
Turn my head to one side.
Feel the point at my neck where the large muscle and tendon stick out when my head is turned.
Slide the fleshy part of your index and middle fingers along this tendon until you are on a level equal with
your Adam‟s apple.
Feel for the pulse. Readjust the fingers if necessary.
Do not press too hard because this might alter the pulse (e.g. slow it down).
Count the number of pulses felt for 60 seconds. This number represents your heart rate in beats per minute
while you are at rest.
If you are pressed for time, you may count the pulses for only 15 seconds. Multiply this by 4.
Remember however, that it is more accurate to take a full 60-second count if possible.

B. Radial pulse
Hold my left forearm out in front with my palm facing me.
At the top portion of my forearm (nearest the thumb) where my wrist is, slide the fleshy part of my index and
middle fingers along until they are 1 inch from my wrist.
Feel for the pulse. Readjust the fingers if necessary.
Do not press too hard because this might alter the pulse (e.g. slow it down).
Count the number of pulses felt for 60 seconds. This number represents your heart rate in beats per minute
while you are at rest.
If you are pressed for time, you may count the pulses for only 15 seconds. Multiply this by 4.
Remember however, that it is more accurate to take a full 60-second count if possible.

APPLICATION 15 MINUTES
RAISING MY HEART RATE
Exercise raises my heart. The intensity of my exercise can be moderate or vigorous depending on my heart rate.
A. I will now perform several tasks and record my heart rate after each task. My partner will either count the
number of times or time me as I

perform each task.

After each task, I will remain standing as I count my pulses while my partner times it for 15 seconds.
I and my partner alternate in performing the tasks. This allows me to rest and for my heart rate to return to the
normal resting rate.
Heart rate
1. Jogging in place (20 sec.) _________ bpm
2. Jumping jacks (20 times) _________ bpm
3. Step-ups (20 sec.) _________ bpm

This can be done on the stairs, a bench or a chair. The stepping goes: right foot up-left foot up-right foot down-
left foot down.

4. Partner tag (1 min.) __________ bpm

My partner and I stay inside a circle that is drawn by our teacher on the ground. Facing my partner, I will try to
tap his knee while trying to avoid his effort to tap my knee. I keep score of the number of times I am able to tap
his knee.

5. Crab walk (5 meters) __________ bpm

Seating on the ground, I rest my hands with my fingers pointed away from me on the ground behind. Raising my
buttocks off the ground, I walk with my hands leading. I walk for 5 meters and turn around before walking back
to where I started.
 ASSESSMENT 10 MINUTES
MONITORING MY HEART RATE
The table below shows the different tasks that I
performed arranged from the highest to lowest heart rate:

Tasks Heart Rate

HEALTH

GROWING HEALTHY

Attaining holistic health should be everybody’s goal. At this point of your life you have many health concerns that need
to be addressed. You need to develop all dimensions of your health. You also need coping skills to be able to face the
challenges of adolescent life. Correct health information, a positive attitude, healthy practices and desirable coping
skills will help you attain and maintain holistic health.
Pre test
Directions: Encircle the letter of the correct answer.
A. The health dimensions are interrelated. However, some activities develop a specific
dimension more than others. What dimension of health does each activity develop most?
Write:
P for Physical health
S for Social health
MS for Moral-spiritual Health
E for Emotional health
M for Mental health
1. Telling the truth
2. Jogging around the park
3. Listening to mood music
4. Reading your favorite books
5. Getting enough rest and sleep
6. Eating a balanced diet regularly
7. Going out with family and friends
8. Respecting your parents and elders
9. Sharing jokes with family members
10. Playing chess, checkers, and Math games

B. There are changes that happen to boys and girls during puberty. Write TRUE if the
statement is correct and FALSE if it is wrong.

_________1. Girls are taller than boys.

_________2. Girls’ hips become broader.
_________3. Voice change occurs among boys.
_________4. Boys become more aggressive than girls.
_________5. Muscle growth is faster in girls than in boys.
_________6. Boys reach the age of puberty earlier than girls.
_________7. Girls and boys experience rapid mental growth.
_________8. Boys and girls like to be alone more than to be with friends.
_________9. Changes that happen to boys and girls occur in all dimensions.
_________10. Menstruation and enlargement of breast occur at the same time.

C. Encircle the letter of your answer.

1. What will you do when you make a mistake?
A. Cover it up.
B. Admit your mistake.
C. Pretend nothing happened.
D. Hope that no one will find out.
2. How can unpleasant body odor due to active secretion of sweat glands be
prevented?
A. Change clothes more often.
B. Shave the hair of the armpit.
C. Use perfume to hide the odor.
D. Take a bath regularly and use deodorant.
3. When seeking social support to cope with problems, which of the following will
NOT help?
A. Stay alone inside the room.
B. Talk to a friend who can help.
C. Ask advice from a responsible adult.
D. Talk to someone to know more about the problem.
4. What coping skill is applied when you say, “I know I can do it”?
A. Self-talk strategy
B. Solving the problem
C. Avoiding and denying
D. Seeking social support
5. What skills will help you get along well with other people?
A. Coping skills
B. Decision-making skills
C. Problem-solving skills
D. Social and communication skills

6. Saying you are sorry when you hurt someone, means you _____.
A. do not have to pay back.
B. want the person to forgive you.
C. want the person to feel satisfied.
D. are too proud to accept your mistake.
7. A healthful way to show your friend you are angry is to _____.
A. ignore him/her.
B. stay away from him/her.
C. tell others you are angry with your friend.
D. tell your friend what he/she said made you feel angry.
8. The avoiding coping strategy should be used ______.
A. as a last resort.
B. for long-term issues.
C. for short-term issues.
D. as a substitute for other coping skills.
9. Moodiness among boys is often due to changes in the level of their_______.
A. adrenaline.
B. testosterone.
C. growth hormone.
D. estrogen hormone.
10. Poor posture among adolescents is due to_______.
A. eating less healthful food.
B. doing strenuous exercises.
C. slouching due to their height.
D. playing computer and video games.

D. Directions: Put a check () if the statement relates to your practice or habit and (X) if
it does not.
_____1. I monitor my heath status.
_____2. I monitor the status of my weight.

_____ 3. I monitor any change in my posture.

_____ 4. I go to the dentist for a regular dental checkup.
_____ 5. I visit my doctor once a year even if I am not sick.

_____6. I undergo a screening test to know my health status.

_____7. I tell my health problems to my parents/health personnel.
_____8. I undergo a scoliosis screening in my school/barangay clinic.
_____9. I report unusual changes in my body breast to a responsible adult.
_____10. I take advantage of the health services in our school/barangay health
clinic.

Evaluate your answer. How many did you check?

The number of items you checked describes your health habits and practices:
9-10 - Excellent Keep it up!
7-8 - Very satisfactory
5-6 - Satisfactory
3-4 - Fair
1-2 - Need improvement—you need to change and correct your health habits
and practices.
E. Directions: The following are practices of adolescents in managing things.
Write A if you Agree with the practice and D if you Disagree.
____1. Set attainable health goals.
____2. Change your plan if you get frustrated.
____3. Study a problem and plan how to solve it.
____4. Adjust your goal if it is not possible to reach.
____5. Take responsibility for something you did wrong.
____6. Prioritize things when you have many things to do.
____7. Think of strategies to change unhealthful practices.
____8. Attend only to your own task, even in doing group work.
____9. Work only with schoolmates whom you are comfortable with.
____10. Reflect on what you have done when you’re not sure it’s right.

Physical health means how well your body functions. It means you can carry out everyday tasks without becoming too
tired. It also means you have enough energy to enjoy activities and to meet emergencies. It means developing healthful
habits and avoiding destructive habits, such as smoking, drinking alcoholic beverages and taking dangerous drugs and
harmful substances. You can attain this by giving your body total care, which includes the following:
 keeping your body fit by exercising and participating in active games. Teenagers engage in physical activities to
become fit
 eating a well-balanced diet
 getting adequate sleep and rest
 drinking enough water
 practicing cleanliness and good
grooming habits
 getting regular medical and dental checkup and treatment
 avoiding harmful substances, such as tobacco, alcohol and drugs of abuse
Mental or intellectual health means being a lifelong learner by continuously wanting to learn new things and improve
one’s kills. A mentally healthy person is open to new ideas and experiences that can improve personal, family, and
community life.
Teenager learning new skills to improve personal and family life
Emotional health involves understanding and liking yourself as well as accepting and learning from your mistakes. It
refers to how well you meet the demands of daily life and how you adjust to new situations. It also means expressing
your happiness, love, joy and hope as well as your sadness, anger, stress and fear in healthful productive ways. You
can best practice these when you:
 face life’s problems squarely
 handle stress and seek help, if needed
 express your emotions in positive ways
 deal with life’s pressures and stresses in positive ways
 build strong communication network among family, friends and peers
Teenage students seeking advice from their teacher
Social health refers to how well you get along with other people. This can be observed when you--
Teenagers sharing ideas and their talents with peers make and keep friends
 play/work well with a group
 give and get help from others when needed
 communicate well and show respect and care for yourself and others
Moral-spiritual health means being at peace and in harmony with yourself, others and a higher power or bigger
reality. What you feel, think and say what you believe in or value are shown in how you act. It refers to your personal
beliefs, values, and faith. Places of worship There will be times when you will make decisions that deal with issues of
right and wrong. Sometimes it will be difficult to decide because what is right or wrong is not clearly defined. But as you
grow and become more mature, you will gain knowledge and experiences that will give you new insights and ways of
looking at things or situations. In deciding what action to take, you can base your decisions on a set of values or moral
principles. For example, telling the truth and showing respect are commonly accepted standards of right behaviour.
Seeking guidance from parents, teachers, religious leaders, and other responsible adults will help you in making
difficult choices. It is a sign of good character if you act according to a set of high ethical principles. You will gain
respect and trust from others if you demonstrate good character. Moral-spiritual health, together with the other
dimensions, will help you attain holistic health.
Respecting parents or grandparents
Take Actions for Your Health
Directions: What health dimension(s) will be enhanced if you do the activities below? Write each activity on the
appropriate circle. Be able to explain your answer orally.
1. Read books.
2. Tell the truth.
3. Surf the internet.
4. Play different sports.
5. Go dancing with friends.
6. Attend social gatherings.
7. Respect the right of others.
8. Show your feelings in a positive way.
9. Say sorry when you have done wrong.
10. Consulting parents about your problems.

The five dimensions of holistic health are interrelated. An individual is affected physically if food and shelter are not
fully satisfied. This person will also be affected emotionally as she/he may feel inadequate, insecure, and unsafe. And
how will this affect the mental health of the person? Anxiety may develop when a person is worrying about his/her
condition. Relationship with family, friends, and with others may suffer also when a person is not contented and
his/her longing for love and affection is not met. When the physical, mental, emotional, and social needs are not
satisfied, a person may resort to unethical behaviour to satisfy his/her basic needs. It is very clear that each dimension
affects the other. The dimensions are equally important to attain wellness or good health. These are like puzzle pieces
that need to be fitted together for meaningful health dimensions interrelationship.

What can you say about your health habits and practices?
Are you happy with your score? Why? Why not?

Prepared by:
RICSHELL V. BULUTANO
Teacher